Student use of PeerWise: a multi-institutional, multi-disciplinary evaluation

Alison E. Kay, Judy Hardy, Ross Galloway

Research output: Contribution to journalArticlepeer-review

Abstract

This study explores the relationship between engagement with an online, free to use question-generation application (PeerWise) and student achievement. Using PeerWise, students can create and answer multiplechoice questions and can provide feedback to the question authors on question quality. This provides further scope for students to engage in discussion about the question with their peers. Data on PeerWise use and examination performance was collected from over 3000 students across six large undergraduate courses (in physics, chemistry and biology) over three academic years in three research intensive UK universities. A reliable and valid measure of overall PeerWise activity was created and a multilevel model developed describing the relationship between PeerWise activity and student performance in end of course examinations. Using this
approach, a significant positive association was found between students’ engagement with PeerWise and their academic attainment in end of course exams, even controlling for prior ability. The implications of these findings for educators are discussed.
Original languageEnglish
Pages (from-to)23-35
Number of pages13
JournalBritish Journal of Educational Technology
Volume51
Issue number1
Early online date27 Feb 2019
DOIs
Publication statusPublished - 24 Jan 2020

Fingerprint

Dive into the research topics of 'Student use of PeerWise: a multi-institutional, multi-disciplinary evaluation'. Together they form a unique fingerprint.

Cite this